World History & Geography 1: Curriculum Overview 2021-2022
This document provides guidance and resources to support curriculum team planning as we return to
five days of school per week and recover from the COVID-19 pandemic.
🌎
Key Features:
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Year-Long Priority Standards: These standards capture the heart of the course – the learning outcomes that should be
prioritized in planning, teaching, assessing, and intervening to ensure student success over the course of the year. In addition
to the history and social science standard 1 skills from VDOE, the year-long corel standards include two outcomes aligned to
the FCPS Social Studies Program Standards and the FCPS Design Principles for Cultural Responsiveness.
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Unit-by-Unit Priority Standards: These standards guide unit-by-unit planning and support the year-long priority standards.
They prioritize key concepts, content, skills, and questions so that students can connect what they learn to themselves and
the world they live in. In addition to our content standards, we have incorporated standards from the Learning Justice
(Teaching Tolerance) Anti-bias Framework to support Fairfax’s anti-racism, anti-bias education. This slide deck of
concepts related to social justice and CRP education support teams’ discussions and planning of learning experiences.
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Unit Guides: Hyperlinked below in our pacing chart, our Unit Guides are formatted using a “backwards design” format and
provide teachers and teams with both general and unit specific resources to use when enacting the curriculum. We believe
that the use of these resources can be applied to classes across our schools for all our students. The guides include a new
navigation bar to support your use..
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Honors Extensions: Students can increase depth and complexity of each summative assessment by:
1.
2.
3.
4.
5.
engaging with and citing scholarly sources from peer-reviewed journals,
connecting with an expert in the field for guidance and feedback,
conducting original research on the topic,
making explicit interdisciplinary connections, and
using the language of the discipline in their products.
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Year-Long
Core Standards
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Use Information Sources - synthesizing evidence from
artifacts and primary and secondary sources to obtain
information about events in world history (1a)
Interpreting Information - interpreting charts, graphs,
Rationale: Why are these core
standards most worthy of learning in this
course?
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Quarter
Unit Pacing
Why & How We
Study History and
the Social Sciences
and pictures to determine characteristics of people,
places, or events in world history (1c)
Compare and Contrast - comparing and contrasting
historical, cultural, economic, social, and political
perspectives in world history (1e)
Making Connections - analyzing multiple connections
across time and place (1g)
CRP Critical Lens- students examine what they learn
critically, attending to power, position, and bias
CRP Relevance- students connect their identities,
communities and/or the world to their learning.
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1a and 1c are part of the Social
Studies common rubric.
1e and 1g are core disciplinary
practices
CRP Principles promote critical
analysis and construction of
knowledge needed in a healthy
(not flawed) democracy
Unit-by-Unit Priority Standards
Complete Standards are Linked in Each Unit
1. Students will demonstrate history and social science thinking skills and practices, with an
emphasis on the concepts of power, position, bias, and agency, and apply them to their
learning regarding their identities, communities, states, the nation, and the world.
ID.2 -Students will develop language and historical and cultural knowledge that affirm and
accurately describe their membership in multiple identity groups.
Weeks 2
Quarter
1
Paleolithic Era & the
Agricultural
Revolution
Weeks: 2
DI.10 Students will examine diversity in social, cultural, political and historical contexts
rather than in ways that are superficial or oversimplified.
2.c - Students will apply social science skills to understand the period from the Paleolithic
Era to the agricultural revolution, including technological and social developments, and
examine the changing understanding of societies in the past and present.
DI.8 - Students will respectfully express curiosity about the history and lived experiences of
others and will exchange ideas and beliefs in an open-minded way.
ID.5 - Students will recognize traits of the dominant culture, their home culture and other
cultures and understand how they negotiate their own identity in multiple spaces.
River Valley
Civilizations
Weeks 3
3.c,d - Students will apply social science skills to understand the cultural patterns of ancient
river valley civilizations, including Mesopotamia, Egypt, the Indus River Valley, and China
and the civilizations of the Hebrews and Phoenicians, including the development and
interactions of religious traditions (including Judaisim) in order to understand their impact
in the contemporary world.
DI.10 - Students will examine diversity in social, cultural, political and historical contexts
rather than in ways that are superficial or oversimplified.
JU.15 - Students will identify figures, groups, events and a variety of strategies and
philosophies relevant to the history of social justice around the world.
Persia, India, China
Weeks 3
4. a,c,d,f - The students will use social science skills in order to understand each
civilizations’ beliefs, traditions, customs, and contributions - Persia (Zoroastrianism), India
(Hinduism and Buddhism), and China (Confucianism and Taoism)- and connect that learning
to their identities, communities, and/or the world.
DI.8 - Students will respectfully express curiosity about the history and lived experiences of
others and will exchange ideas and beliefs in an open-minded way.
AC.16 - Students will express empathy when people are excluded or mistreated because of
their identities and concern when they themselves experience bias
Ancient Greece
Quarter
2
5. c,f - Students will apply social science skills to understand ancient Greece in terms of its
impact on Western civilization through the comparison of the cities of Athens and Sparta
with emphasis on the significance of citizenship and the development of democracy and
connect the learning to students' identities, communities, and/or the world.
Weeks 3
ID.5 - Students will recognize traits of the dominant culture, their home culture and other
cultures and understand how they negotiate their own identity in multiple spaces.
JU.14 - Students will recognize that power and privilege influence relationships on
interpersonal, intergroup and institutional levels and consider how they have been affected
by those dynamics.
Ancient Rome and
Christianity
Weeks 3
Byzantine Empire
and Eastern Europe
Weeks 2
6 c,d,e - Students will apply social science skills to understand ancient Rome from about
700 B.C.E. to 500 C.E. in terms of its impact on Western civilization by comparing the social,
cultural and political structures of the Roman Republic with those of the Roman Empire to
analyze their influences on contemporary systems.
ID.3 - Students will recognize that people’s multiple identities interact and create unique
and complex individuals.
JU.14 - Students will recognize that power and privilege influence relationships on
interpersonal, intergroup and institutional levels and consider how they have been affected
by those dynamics.
8.a,e - Students will apply social science skills to understand the influence of the Byzantine
Empire on Eastern Europe culture by analyzing the importance of Constantinople, the
expansion of the Byzantine economy, and compare it to modern globalized economies in
order to examine what they learn critically, attending to power, position, and bias.
ID.5 - Students will recognize traits of the dominant culture, their home culture and other
cultures and understand how they negotiate their own identity in multiple spaces.
DI.10 - Students will examine diversity in social, cultural, political and historical contexts
rather than in ways that are superficial or oversimplified.
Islamic Civilizations
Weeks 4
9.c - Students will apply social science skills to understand the Islamic civilization from
about 600 to 1000 including the cultural and scientific contributions and achievements of
Islamic civilizations and their impact on contemporary society.
DI.8 - Students will respectfully express curiosity about the history and lived experiences of
others and will exchange ideas and beliefs in an open-minded way.
SAMPLE PBA UNIT
and DAILY LESSONS
JU.11 - Students will recognize stereotypes and relate to people as individuals rather than
representatives of groups.
Asian Civilizations
11.b - The student will apply social science skills to understand the civilizations and empires
of Asia with emphasis on Japan and China by:examining technological advances and
transfers, networks of economic interdependence and cultural interactions that focus on
themes of power, position, bias, and/or agency.
Quarter
3
Weeks 3
SAMPLE PBA UNIT
and DAILY LESSONS
DI.10 - Students will examine diversity in social, cultural, political and historical contexts
rather than in ways that are superficial or oversimplified.
JU.11 - Students will recognize stereotypes and relate to people as individuals rather than
representatives of groups.
African Civilizations
12.c - The student will apply social science skills to understand the civilizations and empires
of Africa evaluating and explaining factors contributing to the European interactions with
these societies that focus on themes of power, position, bias, and/or agency.
Weeks 3
SAMPLE PBA UNIT
and DAILY LESSONS
The Maya, Aztec,
and Inca
Weeks 3
SAMPLE PBA UNIT
and DAILY LESSONS
DI.8 - Students will respectfully express curiosity about the history and lived experiences of
others and will exchange ideas and beliefs in an open-minded way.
JU.11 - Students will recognize stereotypes and relate to people as individuals rather than
representatives of groups.
13 - Students will apply social science skills to understand the major civilizations of the
Western Hemisphere, including the Mayan, Aztec, and Incan and analyze interactions with
Europeans to inform their understanding of themselves and the contemporary world.
DI.6 - Students will express comfort with people who are both similar to and different from
them and engage respectfully with all people
JU.13 - Students will analyze the harmful impact of bias and injustice on the world,
historically and today.
Quarter
4
Europe’s Middle
Ages and
Renaissance
Weeks 4
SAMPLE PBA UNIT
and DAILY LESSONS
10, 14, 15 - Students will apply social science skills to examine the social, economic,political
and cultural systems, challenges, and achievements of Europe’s medieval and Renaissance
periods and apply their understanding to themselves and the contemporary world.
JU. 15 - Students will identify figures, groups, events and a variety of strategies and
philosophies relevant to the history of social justice around the world.
AC. 19 - Students will make principled decisions about when and how to take a stand
against bias and injustice in their everyday lives and will do so despite negative peer or
group pressure
Apply to Units
Above
3 Weeks
This course has three additional weeks for teams to deploy as they design those units.